The National Endowment for the Humanities and the Andrew W. Mellon Foundation are teaming up on a new grant program that seeks to turn out-of-print books in the humanities into freely available e-books.
Many provosts report that their institutions are not feeling the impact of the widely reported improved economy. Most do not feel their institutions are operating in an improved financial situation, and many anticipate further budget cuts and paying for new initiatives through reallocations, not new funds.
The reality outside the ivory tower of academia is that doctoral students need jobs just as much as anyone else, and so long as these programs do not sacrifice academic rigor, they can help them get employment without having to churn out more academics.
There is no single student profile; if we are to truly fulfill our access and success missions, we must recognize that many of our institutions have multiple subpopulations with distinct needs and aspirations. A one-size-fits-all, standardized curriculum is out of step with the times – and with student demographics.
Carey explains how two trends—the skyrocketing cost of college and the revolution in information technology—are converging in ways that will radically alter the college experience, upend the traditional meritocracy, and emancipate hundreds of millions of people around the world.
Competency-based education, broadly defined as a form of higher education in which credit is provided on the basis of student learning rather than credit or clock hours, has begun to catch the attention of federal and state policymakers, foundations, and colleges. Among the model’s promising features are its potential to lower college costs and serve adult students in need of flexibility.
Whatever path you choose in regards to your academics (method of learning and/or by whom, full time faculty versus part time faculty) is your personal decision; just get all the facts beforehand and whatever you choose will most likely pay off.
This publication is based on 2013 data collected in the first half of 2014 from the OECD-INES Network on Labour Market, Economic and Social Outcomes of Learning. It is an update of the series published in Education at a Glance 2014: OECD Indicators, released in September 2014, and will be followed by the publication of 2014 data in Education at a Glance 2015: OECD Indicators. This Education at a Glance Interim Report presents updated data on three major topics: educational attainment, labour market outcomes, and the transition from school to work. Link to the full report here:
As we envision a future education system with modular customizability, we need to recognize that getting to that future will require investment in innovations to develop better competency-based assessment and tracking systems.
This book presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity.